British Journal of Educational Technology
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Thursday, October 8
Social support, affective factors, and informal digital learning of Chinese ( IDLC )
Abstract This study examines how social support and affective factors (enjoyment, boredom, embarrassment, and shyness) shape young learners' informal digital learning of Chinese (IDLC) in New Zealand. Drawing on proactive language learning theory, we conceptualized IDLC as learners' autonomous involvement with…
doi.org
Sunday, October 4
Multidimensional engagement effects of generative AI adoption among minority ethnic international students in UK higher education
Abstract Generative artificial intelligence (GAI) has become a prevalent tool in higher education, yet little is known about how its use affects the learning experiences of minority‐ethnic international students (MEIS). Drawing on an extended Unified Theory of Acceptance and Use of Technology (UTAUT) and a four‐strand…
doi.org
Saturday, October 3
Catching the spark: The role of electrodermal activity in understanding teacher enthusiasm and students' lesson enjoyment
Abstract Process‐oriented approaches are needed to understand the temporality and dynamics of teacher–student interactions in higher education classrooms. In this study, we follow a complexity science approach, based on non‐linear intra‐ and inter‐personal physiology methods, to explore the physiology of…
doi.org
Tuesday, September 29
Many hands make light work? Individual and collaborative interaction with a GenAI ‐powered multi‐agent system: Effects on learning performance and critical thinking
Abstract The rapid proliferation of generative artificial intelligence (GenAI) has made fostering learners' critical thinking an increasingly pressing educational challenge. While single‐agent GenAI applications are prone to limited perspective diversity and echo‐chamber effects, multi‐agent systems (MAS) offer a…
doi.org
Thursday, September 24
Unpacking student interactions in GenAI ‐assisted social annotation: An epistemic network analysis of cognitive and social presence
Abstract Cognitive presence and social presence are essential for computer‐supported collaborative learning (CSCL). Yet, monitoring and providing personalised feedback to support these presences remain a persistent challenge, particularly in the context of social annotation (SA). Generative Artificial Intelligence…
doi.org
Tuesday, September 22
A helping hand or a dominant partner? Individual perceptions of GenAI reliance and human agency in collaborative learning
Abstract Generative artificial intelligence (GenAI) has become a routine source of feedback, explanation, drafting support and task guidance in higher education. This study examined how individual students' self‐reported GenAI reliance and perceived human agency co‐varied over time in an AI‐supported collaborative…
doi.orgThe role of digital media in the home learning environment and associations with children's early language and literacy skills
Abstract Young children increasingly engage with digital media tools for purposes of education, entertainment and communication. This study examines children's digital media activities within the context of their larger home learning environment (HLE). Using data from two different samples ( N = 289), we looked at…
doi.org
Thursday, September 17
Authentic and functional dialogue with AI ‐based student avatars: Evidence from a practice‐based teacher education program
Abstract Interactions with AI‐based student avatars offer scalable opportunities to practice educational dialogue in practice‐based teacher education (PBTE), yet little is known about the interaction quality of such simulations. This exploratory case study examined whether avatar‐mediated exchanges provide authentic…
doi.org
Friday, August 7
Effects of AI chatbot‐supported cooperative flipped classroom on student collaboration, self‐regulated learning and academic performance: A mastery learning perspective
Abstract Despite the increasing application of AI chatbots, few studies have examined the effectiveness of AI chatbot‐supported cooperative‐flipped classrooms in university teaching. Based on mastery learning theory, this study employed a quasi‑experimental design to examine how an AI chatbot‐supported…
doi.orgFrom emotion regulation to academic success: A self‐determination theory‐based emotional agent‐mediated approach
Abstract Emotion regulation has been recognized as a key factor affecting students' academic success. However, in conventional school settings, it is challenging to foster students' emotion regulation owing to the involvement of complex factors that might influence students' conscious and unconscious behaviours. To…
doi.org
Sunday, August 2
Unveiling patterns of socially shared regulation in relation to self‐regulated learning: The roles of individual profiles and group dynamics in online collaborative learning
Abstract The rapid growth of massive online learning has intensified interest in self‐regulated learning (SRL) and socially shared regulation of learning (SSRL), yet empirical insights into their interplay in online collaborative learning (OCL) remain limited. This study employed a three‐layer analytical method…
doi.orgNot all collaboration benefits from competition: Collaboration modes in a computational thinking game
Abstract Digital game‐based learning often leverages social dynamics to enhance engagement, yet the interplay between collaborative structures and competitive pressures remains complex. This study investigated different collaboration modes and how they interact with competition to influence computational thinking (CT)…
doi.org
Thursday, July 30
Hybrid intelligence feedback systems in design thinking development: Stage‐specific insights on pedagogical effects and characteristics of generative AI and instructors
Abstract Fostering design thinking relies on instructional feedback, yet traditional instructor‐led methods face practical limitations. Although generative AI (GenAI) may offer promising solutions based on its advantages, existing studies predominantly characterise it as a performance‐enhancing task assistant rather…
doi.org
Saturday, July 18
Not a universal benefit: Examining the differential effects of emotional AI on L2 pre‐service teachers' language learning
Abstract While emotional design in educational AI is often presented as a universal benefit, this study challenges that assumption, investigating when, for whom and how it impacts L2 vocabulary learning. This paper reports on the first phase of a larger project, analysing data from a quasi‐experimental study with 147…
doi.org